| 摘要: | 本研究旨在探討台北地區高職美容科學生「學習動機」、「學習行為」及「學習成效」之現況、差異及相關情形，研究方法採文獻分析法與問卷調查法，以台北縣、市地區各兩所高職美容科二、三年級共1200位學生為研究對象，研究工具包括「個人背景因素調查表」、「學習動機量表」、「學習行為量表」及「學習成效量表」等四個部分，於調查後針對回收之有效問卷1067份運用SPSS12.0進行分析，主要將施測所得資料以描述性統計、獨立樣本T分配、單因子變異數分析、雙因子變異數分析、雪費事後比較、皮爾遜積差相關、卡方同質性百分比檢定、多元迴歸分析等統計方法進行分析，而本研究結果摘要如下：
一、台北地區美容科學生於美容美髮的「學習動機」、「學習行為」與「學習成效」現況上具有正向認知與趨勢。
二、不同性別、學制、年級、家長管教方式、與家長相處關係、人格特質、價值觀及社會經驗之台北地區美容科學生在「學習動機」層面上具有顯著差異存在。
三、不同學制、地區、年級、家長之期望、與家長相處關係、人格特質、價值觀及社會經驗之台北地區美容科學生在「學習行為」層面上具有顯著差異存在。
四、不同性別、學制、地區、年級、家長之期望、與家長相處關係、人格特質、價值觀及社會經驗之台北地區美容科學生在「學習成效」層面上具有顯著差異存在。
五、台北地區美容科學生之「學習動機」與「學習行為」具有中度正相關；而其「學習動機」與「學習行為」對其「學習成效」而言均呈現中度正相關。
六、台北地區美容科學生在「學習動機」之四個層面及「學習行為」之學習方法、學習態度及學習行動等三個層面對「學習成效」呈正向關係，故「學習動機」與「學習行為」可預測其「學習成效」。
最後期望透過本研究之發現與結論，對美容美髮之教育單位、教師、業者及學生、家長與未來研究提出相關建議。
The purpose of this research was exploring the situation, relationship and differences in learning motivation, learning behavior and learning achievement of students of cosmetology department of vocational high schools in Taipei area. This methodology was by literature analysis and statistical analysis. The subjects of this research were based on the 1200 students of second and third grade who study at cosmetology department of vocational high schools in Taipei city and Taipei county. The tools of this research were “personal background information questionnaire”、” learning motivation scale”、” learning behavior scale” and” learning achievement scale”. There were 1067 effective questionnaires with statistical analysis by SPSS12.0. The available data has been analyzed by descriptive statistics, t test, one-way ANOVA, two-way ANOVA , Scheffe, Chi-square test, Pearson correlation and simultaneous regression. The conclusions of this research were as following:
1. The learning motivation, learning behavior and learning achievement for students of cosmetology department in Taipei area have positively cognition.
2.Due to different gender, school system, grade, parents’ teach, relations between parents and children, personalities, personal values and social experience, they have significant diversities in learning motivation.
3.Due to different school system, area, grade, parents’ expectation, relations between parents and children, personalities, personal values and social experience, they have significant diversities in learning behavior .
4.Due to different gender, school system, area, grade, parents’ expectation, relations between parents and children, personalities, personal values and social experience, they have significant diversities in learning achievement .
5. The learning motivation and learning behavior have positively related. The learning motivation and learning achievement have positively related. The learning behavior and learning achievement have positively related for students of cosmetology department in Taipei area.
6.The attention, relation, confidence, satisfaction of learning motivation and the method, attitude, action of learning behavior have positively related to learning achievement for students of cosmetology department in Taipei area. The learning motivation and learning behavior can forecast the learning achievement.
According to this research outcome explained above, there were recommendations proposed to educational units, teachers, Beauty industries, parents, students and further research topics which are discussed and suggested. |
